Advanced Math MethodsFriday, October 28, 2011

Please sit in your

planning groups!

DO NOW

Read the “NYT Article” As you read the article, consider the following

questions: What are the strengths of the American education

system? What’s pushing reform? If math students in Singapore perform so well on

international math exams, why did the Philadelphia School District choose not to adopt Singapore math?

Please sit in your

planning groups!

Agenda DO NOW Whip Around Follow up from September Discussion: Perspectives on math

teaching & learning Break Inquiry-based teaching & learning Closing

Please sit in your

planning groups!

Whip Around

What was your favorite childhood Halloween costume. If you never dressed up for Halloween, what do you think you might be for Halloween if you did dress up? Please also restate your name.

DO NOW

Access the “NYT Article” As you read the article, consider the following

questions: What are the strengths of the American education

system? What’s pushing reform? If math students in Singapore perform so well on

international math exams, why did the Philadelphia School District choose not to adopt Singapore math?

Agenda DO NOW Whip Around Follow up from September Discussion: Perspectives on math

teaching & learning Break Inquiry-based teaching & learning Closing

Follow up from September

Agenda DO NOW Whip Around Follow up from September Discussion: Perspectives on math

teaching & learning Break Inquiry-based teaching & learning Closing

Leftover from September

Overarching Questions- go over example Best Practices- Implementation of

Enduring understanding

Discussion: Perspectives on Math Teaching & Learning

How would the authors respond to the 4 questions listed on page 1 of our syllabus? What are our commitments to humankind, in

particular to children, as math educators? What does it mean to teach/learn math? What does it mean to be a mathematics teacher? What does it mean to teach mathematics to

adolescents? How might your author approach the planning and

execution of your unit plan?

BREAK

Agenda DO NOW Whip Around Follow up from September Discussion: Perspectives on math

teaching & learning Break Inquiry-based teaching & learning Closing

Inquiry-Based Teaching & Learning

What & WhyWhenHow

The triangles to the left ARE right triangles, the triangles to the right ARE NOT right triangles. Use this information to define the term “right triangle.”

ARE Right Triangles ARE NOT Right Triangles

45º

30º

60º

90º

30º

65º

25º

70º

1. Measure and label the length of each side of this quadrilateral. Define this figure based on the length of the sides by completing the following statement:A kite is a quadrilateral that has __________________.

2. Measure and label each of the four angles formed in this kite. Write the angle measurement in the angle. Explain what you notice.

3. Draw the diagonals in the kite. Measure each of the four segments that are formed. Write their measurements on the segments. Explain what you notice.

4. Measure the eight angles formed at each of the four vertices of the kite. Explain what you notice.

5. Measure the four angles formed where the diagonals intersect. Explain what you notice.

 

Inquiry-Based Teaching & Learning: What & Why

What is inquiry based learning? Why might you use it in your classroom?

Inquiry-Based Teaching & Learning: When

Criteria for considering objectives for guided inquiry: Patterns Engaging applications Independent derivation Essential concept Similarities to previous procedures When YOU feel comfortable with the material!

Inquiry-Based Teaching & Learning: When

When should you use inquiry-based learning? Sort the objectives in the envelopes into three

piles: yes, no, maybe Be prepared to explain your reasoning

Yes: 2, 5, 7, 12Maybe: 3, 6, 8, 9No: 1, 4, 10, 11

Inquiry-Based Teaching & Learning: How Review the two lesson plans on solving

equations Record your thoughts on their similarities

and differences in terms of: Lesson structure What the teacher does in planning and

execution What the students do Effects on outcomes

22

Evaluate

Elaborate

Explain

ExploreElicit / Engage

How will students show mastery of objectives?

How will they practice their new knowledge?

What should they conclude upon completing exploration? What clarifications and emphasis will I need to make?

What will students do to form the key ideas? How should I guide their thinking to these ends?

What prior knowledge must I uncover? How do I hook them into the exploration?

Inquiry-Based Teaching & Learning: How

Inquiry-Based Teaching & Learning: How

Review your unit plan. Choose one objective that you think would be

more/just as effectively taught using guided inquiry and 5-E model.

Draft an outline of a guided-inquiry lesson using the 5-E planning template.

Closing

Lingering Questions Complete Exit Slips